Ideas for Applying the Edulinc Courseware (from Stage 2)
Ideas for using the courseware from Stage 2 participants. (Refer to the original "Ideas for Applying" glossary In Stage 2 to see who the contributor was.)
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Nanogong Voice Activities
The Nanogong Voice Activity could be used in a Presentation Skills Unit. After learning about the parts of an introduction and scripting an introduction, learners could use Nanogong to record and submit their introductions for instructor feedback. This would allow instructors to quickly assess whether all parts of the introduction are there .... and provide feedback if something is missing. Once learners have recorded a successful introduction they would be welcome to move on to practice the body of their presentation.
Nanogong Voice Activities for Pronunciation
Nanogong voice activities have a lot of potential for speaking practice, but they can also be effectively used for pronounciation exercise. A learner who has difficulty pronouncing "th" sound, for example, can be assigned to read aloud an record a llist of minimal pairs, such as "bat" and "bath". This activity can also be used for intonation patterns, such as statements vs questions. Students can be assigned to read aloud a list of statements and sentences and record themselves. The teahcer can provide feedback and assign more corrective exercises as needed.
Nanogong Voice Activity
As well as pronunciation practice, nanogong can be used for a variety of activities. A Nanogong activity can be used to get learners to introduce themselves at the beginning of the course. The instructor can enable show so that students can listen to each others' bios, and then partner up and introduce each other in class. Another idea could be to play the bios in class and ask the students to guess who is who.
NanoGong Voice Mail
You could create an activity around the Nanogong app about leaving a voicemail message. The learner could respond to instructor created scenarios – phoning in sick at work, cancelling or making and an appointment. You could ask the learners to evaluate their own recording for clarity and content. An additional activity would ask learners to transcribe each other’s voice mail messages. This could stress the importance of leaving a clear concise message.
Nanogongs can be used to track completion of LINC speaking tasks for the PBLA. Using Nanogongs, a file of learner's speaking samples are stored along with feedback and grades from the instructor. The feedback can be provided in audio or written format .This will allow the learner to track his/her progress over the term. This also incorporates technology into the PBLA which is too paper based.
Nanogongs for pronunciation
A good pronunciation exercise is for students to compare their own pronunciation and intonation to that of a native speaker. I would create a new page with a voice recording of myself reading a nursery rhyme, a simple dialogue, or a sequence of sentences. I would then provide the text for that audio with emphasized words and intonation highlighted. Next, I would include a link to a Nanogong activity so that students can record themselves reading the same text. Students can listen and compare to the teacher's recording. As an option, students can submit their final recording for grading.
Using the Choice option, or poll for needs assessment purposes. This will be a great way to solicit information from my students on so many levels.
Needs assessments can be created and used in courses by creating a questionnaire and the rate (scale 1...5) question type. For each unit studied in the class, students can be asked to rate a list of potential themes (e.g. for Canadian Law there could be themes like: reporting a crime, understanding a news story, identifying Canadian laws, etc.). The teacher would then have a quick and easy solution when deciding what themes to cover with the students. Students could also have the option of suggesting additional themes related to these topics in a safe, anonymous way.
Needs Assessments Section
To help students identify their accomplishments as well as assess skills they still need to develop, I created a new course section called Language Needs Assessment which makes the Canadian Language Benchmarks, Can Do Statements and Can Do Checklists available for download. I plan to add other elements soon including a thematic needs assessment form.
New Uses for Old Glossaries
Here are two engaging ways to use glossaries with your learners. These ideas would be best for LINC 4+.
1) Class Cookbook - Learners add an entry for a dish they like to prepare (or eat), including ingredients and directions. Consider having learners take and upload a photo of the dish as well. In the end you have a delicious way to practice English online...and at the grocery store, and then again in the kitchen!
Learners can then use the comments section of the entries to give feedback, make suggestions, and talk about what they liked and didn't like (politely of course!)
2) Online Photo Challenge Contest - Use the glossary and the random glossary entry block to put together a photo contest. Go around your community and take vaguely vague photos of popular landmarks, important service centres, or community gathering spots. Add the photos to the glossary using the concept, "Where/What do you think this is?", and give the learners a week to guess and try to be the first to get the right answer in the comments on the entry. Use the random glossary entry block to remind them/pique their interest in the contest.
To take this one to a higher level of learning, tell students that they must name the place, and phone for/look up the business hours and address as well (for higher levels - the history/social importance if applicable). This is a good way to spice things up, make community connections in a fun way, and to use the 'contest' to fire your learners up.
Thanks for reading, I hope you find these ideas useful and engaging for your courses.